4.+Five+Day+Unit+Plan

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**Teacher(s) Name:** Erin Venham, Valerie Newman, Ashley Dannemiller, Erica Kevern **Thematic Unit Theme/Title/Grade Level:** The Roaring Twenties- 4th grade
 * Wiki space address: **http://ucf4roaringtwentiesf11th.wikispaces.com/

= Daily Lesson Plan Day/Title: Monday- The Big **Boom**! (Valerie Newman) = **NGSSS- Next Generation** **Sunshine State Standards** || * //**NCSS Theme:**// Time Continuity and Change **Unit Post-Assessment:** The same test as the pre-test will be given after the full three week unit. **//On-going//** **Assessment:** Daily postcards will be made daily with a written paragraph on the back as if they were living during that time. This represents what the students have learned from that day. A specific form of assessment for today's lesson || Student Activities & Procedures
 * =Learning Objectives = || * Students will be able to see the causes and effects of the Florida Land Boom.
 * Students will be able to text code an article.
 * Students will accomplish a cause-and-effect tree which will show their understanding of cause and effect.
 * Students will be able to write a postcard and practice the format. ||
 * **NCSS Theme/**
 * **SS.4.A.7.1:** Describe the causes and effects of the 1920's Florida land boom and bust.
 * **SS.4.A.7.2:** Summarize challenges Floridians faced during the Great Depression.
 * **LA.4.1.7.4:** The student will identify cause-and-effect relationships in text
 * **LA.4.2.2.3:** The student will organize information to show an understanding of main ideas within a text through charting, mapping, or summarizing
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**LA.4.4.2.4:** The student will write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) that have a clearly stated purpose and that include the data, proper salutation, body, closing and signature ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Assessment** || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Unit Pre-Assessment:** Pre-test given a few weeks before lesson started
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//Design for Instruction//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What best practice strategies will be implemented?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How will you communicate student expectations?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What products will be developed and created by students?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Exceptionalities
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1. "Good morning class. Today we are going to start our unit learning about Florida during the 1920's. The governor during this time was Governor Cary Augustus Hardee. He has a message for us that we are going to listen to." <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">2. Play [|Blabberized Governor Hardee]for students on the Interactive White Board. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">3. Ask students what kind of things the governor said about Florida that could draw tourists to want to come live here. Allow time for students to think and take a few answers. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4. "Throughout the week, we will be taking a trip around Florida and discovering new cities and histoical people from the time of the 1920's." <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">5. Use the Interactive Whiteboard to show students the map of Florida using [|historypin](ESOL/ESE Strategy: Visuals). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">6. Point out the different cities we will be visiting- Jacksonville, Tampa, and Miami. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">7. Explain to the class how the first thing the governor talked about was how great the land in Florida was. "During this time, there were lots of people from around the United States moving to Florida, which caused the state to become very busy. This was called the Florida Land Boom of the 1920's." <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">8. Pass out Land Boom article and set the purpose for reading as text coding. Show students the example of the text coded article and explain that they will be specifically looking for causes and effects from the initial land boom (ESOL/ESE Strategy: modeling, showing examples). Show how they should put a triangle next to a cause and a star next to an effect. Allow 10 minutes for students to read. After, have students share what they found in the article and what was interesting to them. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">9. Review the causes and effects as class to make sure everyone found them (ESOL/ESE Strategy: reviewing). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">10. Show students the example of the Cause and Effect Tree (ESOL/ESE Strategy: Use of graphic organizer). Explain to students that they will be using the information they read about in the article and organizing it using the tree. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">11. Pass out brown and green construction paper to each student and have markers at their tables for students to use. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">12. Tell students that they can create any type of tree they want, but it must have a trunk and leaves. They will carefully use their scissors to cut out their trees. Then, the glue sticks will be used to glue the pieces together. "I expect everyone to carefully use their scissors when cutting, and glue is only to be used on your paper. There should be no cutting or glueing of anything besides your own personal tree project. Everyone will be sharing the glue and scissors and should act respectively towards each other." <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">13. Set expectations for students and tell the class that they must have one cause, which should be something about everyone moving to Florida, and this goes on the trunk of the tree. Then they must have at least 3 effects that happened because of the cause. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">14. Give students enough time to finish the project and collect them as a form of assessment to make sure everyone completed it the right way (ESOL/ESE Strategy: hands on activity). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">15. Explain to students that over the course of this unit, they will be creating postcards for each place that we visit on our tour through Florida.They will be writing the postcards as if they were there at the time and talk about different things that we learn about that day in class (ESOL/ESE Strategy: previewing). For today, they will just be making the cover of their postcard book. Show the example of a completed postcard book, so students can get an idea of what it should look like. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">16. Pass out construction paper to each student and have them fold it in half hamburger style. Tell the students to decorate the front of their book with whatever they want to about Florida. They will have markers and die cuts to use that will be on their tables. Have students work on this until time for the lesson is over. If not finished, students will have time later on in the day when they have completed other assignments. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">17. Wrap up by telling the class that tomorrow, our first stop will be visiting Jacksonville! || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//Discussion Notes://
 * ==<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Resources/Materials == || * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Blabberized Governor Hardee]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Interactive White Board
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Historypin.com]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Florida Land Boom article] worksheets for class
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Example of the Florida Land Boom article with text coding
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Example of a finished [|Cause and Effect Tree]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Brown and green construction paper for each student for Cause and Effect Trees
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Multicolored construction paper and die cuts for students to choose from for their postcard book cover
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Example of a finished postcard booklet
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Markers, glue, and scissors for each table for Cause and Effect Trees and postcard book cover ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">This whole unit will take three weeks to complete. This week is the first of three weeks and focuses on the Florida Land Boom and different cities around the state that are popular in the beginning of the 1920's. On Friday, we introduce the Great Depression. The second week of this unit would focus on the effects the Great Depression had on Florida. The third week for this unit focuses on the effects World War II had on Florida.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will be assessed a few weeks prior to the start of this unit and the same test will be used when this unit is completed, after the whole three weeks.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">An idea to incorporate this social studies curriculum into math could be to talk about the prices of land. This is a [|flyer] from the 1920's with the price of land per acre. Then, you could compare this to the price of land from other years.This [|graph] shows the prices per acre in America over the past 100 years!

= Daily Lesson Plan Day/Title: Tuesday- Tin Can Tourists (Erin Venham) = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will recognize reasons why tourists flocked to Florida during the 1920s and the importance of Jacksonville <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**NGSSS- Next Generation** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Sunshine State Standards**List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//**NCSS Theme:**//Time Continuity and Change <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Unit Post-Assessment: The same test as the pre-test will be given after the full three week unit. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//On-going//Assessment: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Daily postcards will be made daily with a written paragraph on the back as if they were living during that time. This represents what the students have learned from that day. A specific form of assessment for today's lesson will be the completion and correctness of the Tin Can Tourist graphic organizer. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Student Activities & Procedures
 * =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Learning Objectives =
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will gain a working knowledge of the different types of tourists and will be able to differentiate between them
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will demonstrate understanding of the early history of Florida tourism by completing a teacher made assessment covering Tin Can Tourists
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will be able to create a postcard, demonstrating understanding of information learned from the lesson ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**NCSS Theme/**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**SS.4.A.7.1:**Describe the causes and effects of the 1920's Florida land boom and bust.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**LA.4.2.2.3:**The student will organize information to show an understanding of main ideas within a text through charting, mapping, or summarizing
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**LA.4.4.2.4:**The student will write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) that have a clearly stated purpose and that include the data, proper salutation, body, closing and signature
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**MU.4.H.2.1:** Perform, listen to, and discuss music related to Florida's history. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Assessment**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Unit Pre-Assessment: Pre-test given a few weeks before lesson started.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//Design for Instruction//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What best practice strategies will be implemented?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How will you communicate student expectations?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What products will be developed and created by students?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Exceptionalities
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || # <span style="background-color: white; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">"Good morning class! Today we are going to start our journey through Florida in the 1920's. We are going to begin up North in a town called Jacksonville." > <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask students to think about what they learned and wrote down yesterday on their cause and effect tree. Have students share with elbow partners their understanding of why people wanted to come to Florida. **(ESOL AND ESE STRATEGY: SHARING WITH SMALL GROUPS)** Discussion Notes:
 * 1) <span style="background-color: white; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Using [|Historypin.com], bring up Jacksonville on the IWB. Point to the city and explain to students that this was the major entrance way into Florida for travelers from the rest of the country.
 * 2) <span style="background-color: white; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Refer to historypin.com to share and point out pictures of Jacksonville during the 1920s, allowing students to relive and relate to the time period. **(ESOL AND ESE STRATEGY: USE OF VISUALS)**
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Show students the [|Florida Tourism Advertisement] . Explain that advertisers used colorful and flashy ads like these to make people want to come to and spend their money in Florida. Ask students, ”What do you notice about these advertisements that would make you want to travel to Florida?” Allow a few students to share ideas and write these ideas on the board.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">After writing down the ideas, elaborate further on the hotel, beaches, sunshine, and the fun family oriented environment. Tell students that vacationers traveled to Florida to experience these things.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Tell them that in Jacksonville, wealthy tourists stayed in opulent hotels like the [|Duval Hotel], ate at the best restaurants, and entertained themselves at places like [|The Florida Theatre] **(ESOL AND ESE STRATEGY: USE OF VISUALS)**
 * 4) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Continue by explaining that not everyone could afford these luxuries but still wanted to experience the sunshine state. Tell students that these people were called Tin Can Tourists. Play the [|Blabberize] clip to introduce and inform students about this lifestyle.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Pass out the Tin Can Tourist graphic organizer. Demonstrate how to fill out the worksheet by pointing to each section and explaining what needs to be written. For example, point to the left wheel and say, “ According to our friend Tim the Tin Can Tourist, when did tin canners begin to travel to Florida?” Call on students to answer to check their understanding then write down the correct answer in the wheel space labeled “when”. Point to the other spaces and tell students to fill them in based on the information provided by the Blabberized Tim.
 * 6) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">While students are filling in the organizer, play the [|Charming Florida] song in the background. **(ESOL AND ESE STRATEGY: USE OF SONGS AND MUSIC)**
 * 7) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">When students have completed the organizer, give them a piece a construction paper. Tell them to, on the front, draw a picture depicting Jacksonville and, on the back, write a short letter describing what they learning about Jacksonville in the 1920s. Hold a teacher-made example of what the postcard should contain and look like. Display the example in the front of the class for students to reference.
 * 8) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">If students finish postcards early, allow them to further explore Jacksonville by coming to the IWB and using [|Historypin.com] **(ESOL AND ESE STRATEGY: ONE-ON-ONE AND SMALL GROUP WORK)**
 * 9) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Finish the lesson by telling students that tomorrow, they will travel south to the west coast of Florida. Ask students, “By a show of hands, has anyone ever visited Tampa?” Tell students that in tomorrow’s lesson, we will be visiting the city of Tampa and learning all about the people, places, and exciting things to do there. **(ESOL AND ESE STRATEGIES: ACTIVATING PRIOR KNOWLEDGE, PREVIEWING)**
 * 10) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">If students did not finish their postcard, allow them to do so during free time or recess **(ESOL AND ESE STRATEGY: ALLOWING FOR ADDITIONAL TIME)** ||
 * ==<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Resources/Materials == || * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Blabberized Tim the Tin Can Tourist]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Interactive White Board (IWB)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Historypin.com
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Construction Paper
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Marker, pencils, crayons
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Charming Florida Song]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Florida Tourism Advertisement]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Tin Can Tourist Graphic Organizers
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Example of finished Jacksonville postcard ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">This whole unit will take three weeks to complete. This week is the first of three weeks and focuses on the Florida Land Boom and different cities around the state that are popular in the beginning of the 1920's. On Friday, we introduce the Great Depression. The second week of this unit would focus on the effects the Great Depression had on Florida. The third week for this unit focuses on the effects World War II had on Florida.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Students will be assessed a few weeks prior to the start of this unit and the same test will be used when this unit is completed, after the whole three weeks.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">For homework, students can color the Tin Can Tourist graphic organizer and even create their own personal tourist to ad to the scene.

= Daily Lesson Plan Day/Title: Wednesday- The Tampa Area and Orange Groves (Ashley Dannemiller) = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will be able to identify reasons why people came to Tampa during the land boom. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**NGSSS- Next Generation** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Sunshine State Standards**List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org]// || * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">NCSS Theme: Time, Continuity and Change <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Unit Post-Assessment:** The same test as the pre-test will be given after the full three week unit. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**//On-going//** **Assessment:**Daily postcards will be made daily with a written paragraph on the back as if they were living during that time. This represents what the students have learned from that day. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">As a specific form of assessment for today's lesson, students will be required to do a “quick write” with an elbow partner of why they believe the Tampa area developed during this time period. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Student Activities & Procedures
 * =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Learning Objectives =
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will be able to compare and contrast toll bridges versus non-toll bridges.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will be able to identify one key person and their impact on the area during the time period.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will create a postcard representing facts they learned throughout the lesson. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**NCSS Theme/**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">LA.4.2.2.3: The student will organize information to show an understanding of main ideas within a text through charting, mapping, or summarizing
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">SS.4.A.7.1 Describe the causes and effects of the 1920's Florida land boom and bust.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">LA.4.4.2.4: The student will write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) that have a clearly stated purpose and that include the data, proper salutation, body, closing and signature
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">VA.4.C.1.1: Integrate ideas during the art-making process to convey meaning in personal works of art. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Assessment**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Unit Pre-Assessment:** Pre-test given a few weeks before lesson started
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//Design for Instruction//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What best practice strategies will be implemented?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How will you communicate student expectations?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What products will be developed and created by students?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Exceptionalities
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || # <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Review: Remind students that yesterday we visited the city of Jacksonville. Ask the students if they remember who the tin can tourists were. Ask, “why did people begin to move to Florida?” Go around the room and have the students share things they learned about Jacksonville and show their postcard if they wish.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Tell the students that today we will travel south in Florida and head towards a new town called Tampa.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Point to the area of Tampa on the large map and label it.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Tell the students the reason why Tampa is such an appealing time (in the 1920’s) is because of the newly constructed golf courses, hotels, parks, and abundance of oranges.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Refer to [|www.historypin.com] to point out pictures of the Tampa area in the 1920’s. **(ESOL STRATEGY: IMAGES)**
 * 5) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask the students “why would tourists be interested in moving to or visiting Tampa?”
 * 6) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Allow for students to discuss with an elbow partner and ask a few groups to share. **(ESOL & ESE STRATEGY: SHARING WITH SMALLER GROUPS)**
 * 7) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Refer back to [|www.historypin.com]and locate Davis Island.
 * 8) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Tell the students they will now be hearing from a very important man that will discuss his part in the development of the area.
 * 9) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Show the blabberize clip of Dave Davis explaining his significance (the son of a steamboat captain, dredged two mud islands at the entrance of Tampa's Hillsborough River and developed Davis Islands, a distinctive urban suburb complete with hotels, yacht and tennis clubs, and stores.)
 * 10) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask the students “tell me one thing you learned from Mr. Davis.” Allow for students to discuss with an elbow partner and have a few groups share. **(ESOL & ESE STRATEGY: SHARING WITH SMALLER GROUPS)**
 * 11) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Tell the students we will now focus on a historical landmark of the time: the Gandy Bridge.
 * 12) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Inform students that this bridge was part of the need for highway transportation during the time and Governor Hardee, whom they met on Monday funded this project. Include the fact that the Gandy Bridge is the longest toll bridge in the world.
 * 13) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask the students “why might toll bridges be important versus non toll bridges?” Allow for a few responses.
 * 14) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Tell the students orange groves were also an important factor to the growth of the area.
 * 15) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask, “why might a product such as oranges be important to the growth of an area?”
 * 16) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Allow for a few student responses.
 * 17) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Explain to the students that orange groves flourished during this time. They were important to the tourist industry and an excellent food source.
 * 18) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Model the song //Orange Song (//[]) to the students. **(ESOL & ESE STRATEGY: MODELING)**
 * 19) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask the students to sing along the second time.
 * 20) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Pass out the construction paper for the postcards.
 * 21) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Tell the students that now they will be given time to create a postcard to send home to their family describing where they visited today.
 * 22) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Tell the students to be sure to include a short letter describing what they learned and pictures of what Tampa looked like in the 1920’s.
 * 23) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">While students are working on their postcard for the day, bring up groups of three students at a time to use the Interactive White Board to explore Tampa in the 1920’s more in depth through the website [|www.historypin.com]. **(ESOL & ESE STRATEGY: WORKING WITH SMALLER GROUPS ONE-ON-ONE)**
 * 24) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Wrap up the lesson by telling students that tomorrow we will travel even further south into Florida to visit Miami.
 * 25) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">If the students did not get a chance to finish the postcards, allow them to finish during another free time. **(ESOL & ESE STRETGY: ALLOWING FOR ADDITIONAL TIME)** ||
 * ==<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Resources/Materials == || * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">www.historypin.com
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">construction paper
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">markers, crayons, pencils
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">www.blabberize.com (of Dave Davis)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Interactive White Board (IWB)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The Orange Song [] ||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Discussion Notes: //Make comments here related to ideas for assessment measures, homework, parent involvement, field trips, or extension to the unit plan ideas.//

= Daily Lesson Plan Day/Title: Thursday- The Coral Gables and The Great Miami Hurricane (Erica Kevern) = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will develop an understanding of how the land boom of the 1920's effects how Florida communties and homes are today by drawing a picture of a Florida house or community with different amenities. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**NGSSS- Next Generation** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Sunshine State Standards**List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//**NCSS Theme:**// Time Continuity and Change <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Unit Post-Assessment:** The same test as the pre-test will be given after the full three week unit. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**//On-going//** **Assessment:** Daily postcards will be made daily with a written paragraph on the back as if they were living doing that time. This represents what the students have learned from that day. A specific form of assessment for today's lesson will be an observational assessment. This assessment will specifically be used when the students are sharing after the hurricane video. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Student Activities & Procedures
 * =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Learning Objectives =
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will develop an understanding of how the Great Hurricane of 1926 effected Miami by discussing their reaction and emotions with the class.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will develop an understanding of the importance of mapping information by filling in a bubble map.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will develop an understanding of writing in a variety of forms by writing postcards home to their familes. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**NCSS Theme/**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**SS.4.A.7.1:**Describe the causes and effects of the 1920's Florida land boom and bust.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**SS.4.G.1.3**:Explain how weather impacts Florida.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**LA.4.2.2.3:** The student will organize information to show an understanding of main ideas within a text through charting, mapping, or summarizing
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**LA.4.4.2.4:** The student will write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) that have a clearly stated purpose and that include the data, proper salutation, body, closing and signature ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Assessment**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Unit Pre-Assessment:** Pre-test given a few weeks before lesson started
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//Design for Instruction//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What best practice strategies will be implemented?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How will you communicate student expectations?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What products will be developed and created by students?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Exceptionalities
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || # <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Have the students take out the two postcards they have already completed about Jacksonville and Tampa and read over what they wrote. They may share what they wrote with an elbow partner. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Paper for the students to draw their houses on <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">IWB technology/ Computers <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Construction paper for postcards [] [] ||
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">While students are reading over their postcards, pull up historypin.com using the IWB technology. Review where the two cities are located on the map and allow students to share what they remember from the day before. By allowing students to look at their postcards, ESOL and ESE students may find more comfort in sharing.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">After students have shared, show Miami on the interactive map. Tell the students that this is the last city they will visit on their trip around Florida.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">To begin this lesson, give each student a plain sheet of paper and have them each draw a picture of a Florida house or amenities in a typical Florida community. This house does not have to be their house, but how houses are portrayed online, on TV, or in magazines.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Once they have drawn their house, have them flip their pictures over. Ask the students, how do you think people who live in other states view Florida, Do they view Florida as a vacation spot, what do you think of when you think of Florida? After students have given their responses, ask them if those factors influenced their pictures of houses. Did they draw a house that had a pool? Share with the students that this style of living started in the 1920’s, and one popular community was in Miami and was called the Coral Gables and George Merrick will introduce it.
 * 5) <span style="font-family: arial,helvetica,sans-serif; font-size: 110%;">Show Blabberize video of [|George Merrick].
 * 6) <span style="font-family: arial,helvetica,sans-serif; font-size: 110%;">Show photographs of the [|coral gables.pptx] and ask students to write down or draw three things they notice. Then have the students flip over their paper and look at their drawings of a house. Are there any similarities? By doing this activity students are seeing the direct impact the 1920’s have on their lives and the homes we now have or see.
 * 7) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">It also impacted how others viewed Florida. One of the photographs will be of George Merrick’s house. Now have students add anything they would like into their pictures that we just talked about. This may include pools and golf courses.
 * 8) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">After everyone is finished drawing, have the students rip their papers into three pieces and throw them in the air. (ESOL/ESE – Gives a visual)
 * 9) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask, why do you think I had you rip your papers? Can you think of any natural disasters that may have affected Florida during this time?
 * 10) <span style="font-family: arial,helvetica,sans-serif; font-size: 110%;">The answer you are looking for is a hurricane. Share with the students that in 1926 a hurricane swept through Miami early morning on September the 18th. Open the powerpoint video to share photos and facts about the [|the great Miami Hurricane.pptx]. (ESOL/ESE – visuals)
 * 11) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">After the video has been shown, have students pick up the pieces to their houses. Ask the students to write down as many things as they can remember from the slideshow. Then have the students talk with their elbow partners about their thoughts, emotions, and reactions (ESOl/ESE – small groups).
 * 12) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">At this point, walk around and observe how students reacted. Where they shocked? Have they been through a hurricane? As you walk around the classroom, have students write one of their thoughts or emotions on the board using the IWB technology. Give the students about six or seven minutes and then go through what is on the board. Have students explain their thoughts or build off of each other.
 * 13) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Summarize the lesson by holding up one of the house pictures. Tell students that the designs and communities that were formed in the 1920’s is what has shaped the way Florida is perceived today. Then show the three pieces of the house and ask the students again what that represents.
 * 14) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Have the students take out their postcards and fill in the last page with information they learned about Miami. ||
 * ==<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Resources/Materials == || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[]

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Discussion Notes: At this time, we will also be learning about hurricanes during our science block. To further explain hurricanes we would complete a pressure experiment where the students see how pressure is created in the atmosphere.

=<span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Daily Lesson Plan Day/Title: Friday- Into the Great Depression (Everyone) = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will be able to explain which city was their favorite and why. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**NGSSS- Next Generation** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Sunshine State Standards**List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//**NCSS Theme:**// Time Continuity and Change <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Unit Post-Assessment:** The same test as the pre-test will be given after the full three week unit. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**//On-going//** **Assessment:** Daily postcards will be made daily with a written paragraph on the back as if they were living doing that time. This represents what the students have learned from that day. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Student Activities & Procedures
 * =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Learning Objectives =
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will show their understanding of the Florida Land Boom by completeing a review worksheet.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will show an understanding of how Jacksonville, Miami, and Tampa were impacted during the Land Boom by sharing their postcards with the class.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will begin to understand the Great Depression after being read //Finding Daddy: A Story of the Great Depression// ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**NCSS Theme/**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**SS.4.A.7.1:**Describe the causes and effects of the 1920's Florida land boom and bust.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**SS.4.A.7.2:** Summarize challenges Floridians faced during the Great Depression.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**LA.4.4.2.4:** The student will write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) that have a clearly stated purpose and that include the data, proper salutation, body, closing and signature
 * **LA.4.2.2.2**:The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Assessment**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Unit Pre-Assessment:** Pre-test given a few weeks before lesson started
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//Design for Instruction//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What best practice strategies will be implemented?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How will you communicate student expectations?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What products will be developed and created by students?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Exceptionalities
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1. Have students share what they have learned by discussing with a buddy what their favorite day was and why. Then have students share with the class as a way to review with everyone. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">2. Have students do this [|review worksheet]for a few minutes and review more (ESOL/ESE STRATEGY: REVIEW). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">3. Using the IWB, pull up the slide of the map of Florida with different links on it. Students will drag the city and corresponding pictures to where it belongs on the map. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4. Pick one student per picture and have them come up one by one and drag the picture to the map where it belongs. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">5. While doing this, review what the pictures are and why they are important by asking the students. For example, while a student decides where the Dave Davis picture goes, talk about how Dave Davis created Davis island, which became a popular spot for tourists with hotels and other attractions. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">6. Go over all the pictures and the final map with students. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">7. Next, introduce the class to the Great Depression. Read this picture book to the class towards the end of the lesson- //Finding Daddy: A Story of the Great Depression//. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">8. During the book, ask students what they would have done in Bonnie's situation and how they would feel during the hard times that were described in the book. Ask if they would have traveled alone around the city, lilke Bonnie did. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">9. This will give students an insight of what it is like to live during the Great Depression and hopefully excite them for the next week's learning about this topic (ESOL/ESE STRATEGY: VISUALS, CONNECTIONS) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">10. Give students time to finish their postcard books. They should be done by the end of today. ||
 * ==<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Resources/Materials == || * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Interactive Florida map (Link at the top of this page)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Review Worksheet]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//Finding Daddy: A Story of the Great Depression,// written by Jo and Josephine Harper and illustrated by Ron Mazellan ||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//Discussion Notes:// An idea for homework is to have students bring home their postcards and read them to their parents and tell them what they have learned so far. Another idea is to have each student come to class on Monday with one thing they found out about the Great Depression; either from talking to family members or looking on the Internet. The next week for this unit will focus on the Great Depression and how it effected the people of Florida.